Abstract

Presents results of a qualitative study of problem solving in the domain of instructional design. Novice and expert instructional designers worked on a "think aloud" design task, and their instruction protocols were analyzed for problem-solving processes. Analysis revealed that experts and novices used divergent design models and different problem-solving strategies, attributable to differing levels of practical experience. (JKP)

Citation

Perez, R.S. (1995). Instructional Design Expertise: A Cognitive Model of Design. Instructional Science: An International Journal of the Learning Sciences, 23(5), 321. Retrieved August 15, 2024 from https://www.learntechlib.org/p/164966/.

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Keywords

• Cognitive Processes
• Comparative Analysis
• Experience
• Heuristics
• instructional design
• Interpretive Skills
• models
• problem solving
• Protocol Analysis
• Qualitative Research
• thinking skills